Hölzer Henrike, Freytag Julia, Sonntag Ulrike
Medizinischen Hochschule Brandenburg Theodor Fontane, Neuruppin, Germany.
Charité-Universitätsmedizin Berlin, Abteilung für Curriculumsorganisation, Berlin, Germany.
GMS J Med Educ. 2017 Oct 16;34(4):Doc42. doi: 10.3205/zma001119. eCollection 2017.
The introduction of innovative teaching formats and methods in medical education requires a specific didactic training for teachers to use complicated formats effectively. This paper describes preliminary considerations, design, implementation and evaluation of a skills-based workshop (7,5 hours long) for teaching with simulated patients. The aim is to describe the essential components for a lasting effect of the workshop so that the concept can be adapted to other contexts. We present the theoretical framework, the objectives, the didactic methodology and the implementation of the workshop. The evaluation of the workshop was carried out using questionnaires. First the participants (teachers of the faculty of medicine, clinical and science subjects) were asked to estimate how well they felt prepared for small group teaching immediately after workshop. Later, after some teaching experience of their own, they gave feedback again as a part of the general evaluation of the semester. In the course of three years 27 trainings were conducted and evaluated with a total of 275 participants. In the context of semester evaluation 452 questionnaires were evaluated on the quality of training. The evaluation shows that participants appreciate the concept of the workshop and also feel sufficiently well prepared. As a limitation it must be said that this is so far only the lecturers' self-assessment. Nevertheless, it can be stated that even a one-day workshop with a stringent teaching concept shows long term results regarding innovative teaching methods.
在医学教育中引入创新的教学形式和方法，要求教师接受特定的教学培训，以便有效地运用复杂的教学形式。本文描述了一个为期7.5小时的基于技能的模拟患者教学工作坊的初步考量、设计、实施及评估。目的是阐述使该工作坊产生持久效果的关键要素，以便该理念能适用于其他情境。我们介绍了该工作坊的理论框架、目标、教学方法及实施情况。工作坊的评估通过问卷调查进行。首先，要求参与者（医学院各系、临床及理科科目的教师）在工作坊结束后立即评估他们对小组教学的准备程度。之后，在他们积累了一些自身教学经验后，作为学期总体评估的一部分再次给出反馈。在三年时间里，共开展了27次培训并进行了评估，共有275名参与者。在学期评估中，对452份关于培训质量的问卷进行了评估。评估表明，参与者认可工作坊的理念，并且感觉准备充分。需要指出的一个局限性是，到目前为止这只是讲师的自我评估。尽管如此，可以说，即使是一个教学理念严格的为期一天的工作坊，在创新教学方法方面也显示出了长期效果。
